Hi, Barbara and others 
 
Good questions about PD and how to help teachers acquire the foundation
skills needed in teaching adult learners new to English. (I think
understanding how second language acquisition works and understanding
second language reading and literacy are good starting points). And
introducing teachers to tasks and texts that serve multiple purposes and
allow for deeper understanding of language and life seems a good way to
go ("less teaching and more learning" was the title that Susan Gaer gave
to one of her articles on project-based learning and was kind enough to
let me use for some of my work)
 
Unfortunately, I don't know what various states are doing in PD around
adult ESL though I very much like the model of the ongoing staff
development through Academies and Institutes that the Texas GREAT
Centers are adopting. The limitations of the conference model that
focuses on the one shot workshop has certainly been demonstrated through
research. 
 
Jodi Crandall (on the list but in Korea at the moment) is working on a
project that examines the various PD models that states in the U.S. use,
and she should have more information in a few months. 
 
In terms of PD that focuses on the development of language skills in the
context of work or on the integration of jobs skills on the one hand and
language and literacy skills on the other, I keep hearing renewed
interest in these models from foundations, government agencies, and
other institutions. Various new reports have been published or are under
development. To what extent this interest is translating into workshops
or seminars for teachers is difficult to say and too early to tell,
perhaps. 
 
But some of the rest of you might know more, and it would be great to
hear what is happening in other countries in that respect. Australia or
New Zealand, perhaps? Ireland? 
 
Heide
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Tondre
Sent: Monday, April 16, 2007 9:33 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 297] Re: Authentic materials
 
Hello from Texas!  I have been following the discussion.  It's always
good to hear from Heide and Larry as well as fellow practitioners from
beyond...
 
Janet touched upon something that is so fundamental to this discussion,
and that is the basic preparation of ESL instructors.  Here in Texas, we
have been fortunate to have Heide work closely with us for a number of
years in an effort to build a foundation of knowledge among our very
part time AE instructors. 
 
Unfortunately, because of the overwhelming demand, AE often finds it
necessary to make ESL instruction assignments to those who are still
struggling to get a firm grasp on adult learning theory and the
principles of second language learning. In my work with Texas LEARNS and
its response to a legislative mandate that AE provide work-related ESL
instruction, I am constantly reminded that our efforts rest on a rather
shaky foundation.  
 
Preparing program administrators and instructional staff to respond to
the work-related needs of adult English language learners - and to
maintain a balance between language learning and workforce skills
development - is quite a challenge. So I have to ask:  are there efforts
out there that require (or strongly encourage) administrators to guide
their instructors through a series of PD activities that help them
incrementally develop expertise vs. merely fulfill the annual PD
requirement?  The Texas Teacher Credential project is a model for this
kind of professional development, but it seems we need a multi-faceted
tactical approach to move forward.  
 
Just wondering out loud...
 
Barbara Tondre-El Zorkani
Texas LEARNS
  
 
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